EMPLOYEE RECOGNITION PRACTICES AND TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF BUSIA COUNTY
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Scholars assert that organizations that effectively implement employee recognition practices are likely to gain a competitive edge against rivals due to high motivation and retention rates of skilled and talented employees. The purpose of the study was to examine the relationship between employee recognition practices and teacher performance. The Systems theory and the Ability-Motivation-Opportunity theory informed this study. The study was anchored on a pragmatic paradigm and adopted a mixed methods approach to address the research questions. The study targeted 185 Principals, 185 HODs, and 1 CDE. The study categorized respondents into 3 strata (CDE, Principals, and HODs). Simple random sampling was then utilized to select a sample proportionate to each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (correlation and regression) were employed. Analyzed data was represented in APA tables and Pie charts. The study found that there is a lack of a clear, systematic and comprehensive implementation approach to employee recognition in most schools in Busia County. It is clear that recognition and rewards are critical factors towards the establishment of a quality culture that appreciates and values the contribution of teachers and their accomplishments in service delivery. The findings of the study found that (r = 0.917, p&lt;0.01) an indication that there is a positive significant relationship between employee recognition and teacher performance. It was found that an adjusted R square value of 0.77 implies that employee recognition accounted to nearly 77% of the total variation in teacher performance. It was found that ( = 0.917, t= 3.371, p&lt;0.05), implying that employee recognition statistically and significantly predicted teacher performance; hence the study rejected the null hypothesis. The study concluded that a unit improvement in employee recognition is likely to result in an improvement in teacher performance by 91.7% (β= 0.917). The study recommended that there is a need for TSC and school management to strengthen the existing recognition system by developing mechanisms for frequent identification, recognition and administration of rewards in a more consistent, prompt, impartial and transparent manner in all public schools with a view to encourage improvement, promote creativity and innovation and enhance performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0742/a.php" alt="Hit counter" /></p>
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle